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ACCIDENTAL PLAGIARISM IN HIGHER EDUCATION: PART 2

ACCIDENTAL PLAGIARISM IN HIGHER EDUCATION: PART 2. Dr. Cheryl Kier Athabasca University. 2014 Hawaii International Conference on Education. Students Don’t Understand. Types of Plagiarism. Purposeful: 11%-36% self-report

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ACCIDENTAL PLAGIARISM IN HIGHER EDUCATION: PART 2

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  1. ACCIDENTAL PLAGIARISM IN HIGHER EDUCATION: PART 2 Dr. Cheryl Kier Athabasca University 2014 Hawaii International Conference on Education

  2. Students Don’t Understand

  3. Types of Plagiarism • Purposeful: 11%-36% self-report • U.S., Australia, U.K. (McCabe & Trevino, 1993; Szabo & Underwood, 2004; Zimitat, 2008) • Accidental • Ignorance • “Copy and paste”

  4. Common False Beliefs • Only need to cite sources when direct quotes are used (Ellery, 2008; Zimitat, 2008). • Ok to change a few words from a quote (Ellery, 2008). • No need to cite Internet sources (Ellery, 2008). • Fine to take word-for-word phrases from original text & string them together with students’ words (Marshall & Garry, 2005; Zimitat, 2008).

  5. Ignorance! • Students engaged in plagiarism despite being warned in advance Turnitin plagiarism detection (word matching) software would be used (Soto et al., 2004; Walker, 2010). • Students do poorly recognizing plagiarised vs. non-plagiarised options (Jackson, 2006; Roig, 1997).

  6. First Study • Quizzes 1-4: 1 question to recognize plagiarism • Select 1 of 4 options that did or did not represent plagiarism of that passage • Quiz 5: “Write the above passage in your own words in a way that does NOT constitute plagiarism.” • Prediction: After feedback on 4 quizzes, should be able to write quiz 5 question (& future papers) without plagiarism.

  7. Wrong! • Quiz 1 93.8% correct • Quiz 2 75.5% correct • Quiz 3 71.5% correct • Quiz 4 82.2% correct

  8. Instances of Plagiaristic Acts (420 students) • Substitutions: N=453 • Word strings: N=376 • Additions: N=58 • Deletions: N=34 • Reversals: N=18

  9. Examples of Paraphrases • “Although nearly all Trukese males in their teens and twenties engage in these activities, their externalizing escapades are limited to the weekends, and they rarely drink or fight during the week.” • Think about the meaningof the following 2 sentences. • Weekendsare the typical times for Trukese males, inthe teensto early twentiesrange, to drink or fightas a way of externalizingthe activities. • AlmostallmaleTrukese'sadolescents and emerging adolescents externalizetheir drinking and fighting behaviors on weekends. It is rare for these escapadesto occur on weekdays. • Most teenage and early twentiesTrukese males engage inexternalizing episodes such as drinkand fighton theweekend but this type of behavior is quite rare during the week (Gilmore, 1990; as cited in Arnett, 2007).

  10. Study 2 • Undergraduates (N=125; 71% female). • Graduate students (N=103; 73% female). • 3 recognition items with proper citation. • 1 item: what is wrong with this paraphrased passage?

  11. Scenario 1 “In the area of intelligence testing, an interminable debate has raged between those (following Charles Spearman) who believe in a general factor of intellect and those (following L. L. Thurstone) who posit a family of primary mental abilities, with none preeminent among them.” Which of the following is a good paraphrase of the quotation? • Those whoposit a family of primary mental abilities are in a debate with thosewho believe in a general factor of intellect (Gardner, 2011). 6% ugs; 10% grads • There is still controversy as to whether intelligence is a general trait or if it consists of a number of different abilities (Gardner, 2011). 58% 52% • With regard to the area of intelligence testing, a debate has raged between thosewho believe in a general factor and thosewho posit a family of primary mental abilities, with none dominant among them (Gardner, 2011). 11%; 11% • In the area of testing intelligence, “an interminable debate” (p. 7) has erupted between those who follow Charles Spearman who believe in a general factor of intelligence and those whofollow L. L. Thurstone who postulate a family of mental abilities, with none of them preeminent (Gardner, 2011). 24%; 27% reversal word string deletion addition substitution

  12. Results Study 2: Correct Responses

  13. Students Need to Learn… • citation does not mean that passage taken word for word is good paraphrase! • reversing order of words from original is still plagiarism. • word strings with substitutions &/or deletion(s) &/or addition(s) that hold paraphrase together is plagiarism.

  14. Conclusion: What do Educators Need to do? • Educate students about avoiding substitutions, word strings, reversals, additions, & deletions to help prevent accidental plagiarism. • Encourage students to focus on meaning rather than details. • Provide skill development tutorials instead of punitive measures. • Require tutorial to be passed before submitting assignment?

  15. Stay Tuned!

  16. Thank You • Ellery, K. (2008). Undergraduate plagiarism: a pedagogical perspective. Assessment & Evaluation in Higher Education, 33(5), 507–516. • Jackson, P. (2006). Plagiarism construction online: Assessing undergraduate students' ability to avoid plagiarism, College & Research Libraries 67(5), 418-428. • Marshall, S. & Garry, M. (2005). Dec. 3-6. How well do students really understand plagiarism? Paper presented at the annual asciliteconference, Brisbane, Australia. • McCabe, D. L., & Trevino, L. K. (1993). Academic dishonesty, honor codes, and other contextual influences. Journal of Higher Education, 64, 522-538.

  17. References (p. 2) • Roig, M. (1997). Can undergraduate students determine whether text has been plagiarised? Psychological Record, 47(1), 113-122. • Soto, J. G., Anand, S., and McGee, E. (2004, July/August). Plagiarism Avoidance: An empirical study examining teaching strategies. Journal of College Science Teaching 33(7), 42 – 48. • Szabo, A. & Underwood, J. (2004). Cybercheats: Is information and communication technology fuelling academic dishonesty? Active Learning in Higher Education, 5(2), 180-199. • Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening paraphrasing skills. Journal of Instructional Psychology, 35(4), 387-395.

  18. References (p. 3) • Walker, J. (2010). Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59. • Zimitat, C. (2008). Student perspective of plagiarism. In T. S. Roberts (Ed.) Student plagiarism in an online world: Problems and solutions. Chapter II. pp.10-22. Hershey: Information Science Reference. Goblin Threat game created by Mary Broussard with Jessica Urick Oberlin. http://www.lycoming.edu/library/instruction/tutorials/plagiarismGame.aspx

  19. The End

  20. Scenario 2 “The increasing study of realistic and practically useful mathematical models in population biology, whether we are dealing with a human population with or without its age distribution, population of an endangered species, bacterial or viral growth and so on, is a reflection of their use in helping to understand the dynamic processes involved and in making practical predictions.” What, if anything, is wrong with the following paraphrase? Mathematical models in biology are increasingly studied as realistic and practical. This is true regardless as to whether we are studying the human population, an endangered species population, or bacterial or viral growth. It is a reflection of their use in helping to understand the dynamic processes involved and in making practical predications (Murray, 2002, p. 1). • Some of the word sequences are taken from the original source and should be in quotation marks. 15%; 13% • The paraphrase follows the original passage too closely. 16%;15% • Both of the above. 62%; 66% • Nothing is wrong with the paraphrase. 7%; 7%

  21. Scenario 3 “One thing that all Canadians are supposed to have is universal access to health care and to quality primary and secondary education. Unfortunately, the last few government cutbacks to social programs have undermined the universality of access to these social programs, at least for the lower of these three strata of society.” Which of the following is a good paraphrase of the quotation? • Although an important aspect to Canadians is universal health care and good quality education, recent government cuts have meant that these are “universal” only to the rich (Phillips, 2003).50%; 55% • For the lower strata of society, government cutbacks to social programs have undermined the universality of access. This is despite the fact that one thing all Canadians are supposed to have is universal access to health care and to quality education (Phillips, 2003). 33%; 32% • One thing that all Canadians are supposed to have is universal access to health care and quality education. Unfortunately, government cuts to social programs have undermined this, at least for the lower of the three strata of society (Phillips, 2003, p.2). 14%;13% • All Canadians are supposed to have universal access to health care. They are also supposed to have access to quality primary and secondary education. It’s a shame, but the last few government cutbacks have been to social programs which have undermined the universality of access, at least for the lower of the three strata of society. 3%;1%

  22. Scenario 4 “The relationship of social scientists to politics in English Canada can be analyzed in terms of two roles which, though not mutually exclusive, have not overlapped to any considerable extent in practice.” Which of the following is a good paraphrase of the quotation? • There are two roles for social scientists who study politics in English Canada. They are not mutually exclusive, but have not overlapped to any extent in practice (Brooks & Gagnon, 1988). 9%; 5% • When studying the relationship of social scientists to politics in English Canada, there are two roles with little overlap (Brooks & Gagnon, 1988). 46%;41% • Social scientists who study English Canada’s politics can take two distinct positions (Brooks & Gagnon, 1988). 26%;36% • Two roles can be used to analyze the relationship of social scientists to politics in English Canada, which are not mutually exclusive, but have not overlapped in practice (Brooks & Gagnon, 1988). 19%;18% Cheryl Kier

  23. http://www.lycoming.edu/library/instruction/tutorials/plagiarismGame.aspxhttp://www.lycoming.edu/library/instruction/tutorials/plagiarismGame.aspx Cheryl Kier

  24. Future Questions • Use Turnitin as teaching device? • Discrepancy between what students recognise & what they produce? Cheryl Kier

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